Book Proposal
Sharon Peterson, Elaine Gale and Becky LaVally have formed a core group to create a proposal for publishing a "Teaching-for-Dummies"-type book. As the boomers retire from professional careers, it's likely many will want to teach what they know. But, away from college for decades, they'll need help developing skills for teaching in today's classrooms. Sharon, Elaine and Becky are preparing an annotated bibliography to show how their book would differ from others in the field -- so if you're familiar with other teaching books, perhaps you'd like to contribute to this. Or perhaps you'd like to share content/chapter ideas. Some tentative chapter ideas that the committee is discussing: Where to begin, Creating a syllabus, Finding your style, Developing a teaching philosophy, Fostering a creative learning environment, Lecturing vs. student activities, How much is enough or can we really have too much fun? (balancing class time/scheduling/ideas), What you should know about teaching/learning theory and adult learners, Creating assignments and assessments, Getting through the first day, Discipline in the classroom, Attendance, Grading, Problem students, Boundaries, Technology in the classroom, Intercultural issues. Contact Elaine at egale@csus.edu, Sharon at sac23068@saclink.csus.edu and Becky at rlavally@aol.com. (June 21, 2007)
Mark Stoner and Steve Higgins (Durham Univ, UK) have a paper under review with Communication Education titled, Breaking our codes: Teaching with greater clarity and appropriate control. Abstract: In this essay we will argue that three explicit message systems are commonly used for designing and teaching courses in any discipline, and these message systems enact significant codes, reproductive and productive, that affect the meaning of courses and their perceived values in the minds of students. By discerning and “breaking” these codes, we can better understand and control the limitations that communication practices within each discipline invariably impose upon how it is taught. Further, we can use understanding of these codes to identify ways to design courses that establish appropriate control over content and learning by us and our students.
ICRC Participants and Their Interests
Lanette Pogue--My interests lie in many areas — of course – credibility and immediacy, how to infuse a democratic leadership style in the classroom, the use and impact of PowerPoint (and my internal outline structure) on student learning and retention, student learning styles and activities that match, student attributions, everything Elaine Gale is doing (I am bummed not to have met you Elaine) and the list goes on from there.
Mark Stoner--presently interested in codes; particularly codes embedded in patterns of classroom discourse. Writing an essay now with the working title, Breaking our codes: Teaching with clarity and control.
Becky LaVally—Shifted from Journalism to communication in professional focus and practice. Interested in social change and political communication.
Aleta Carpenter—interested primarily in teaching multi-cultural and intercultural communication.
Tammy Jones –focuses on practice in the classroom, checking own control in classroom, let students come to own conclusions and develop own ideas. “Real learning needs more freedom in the classroom.”
Scott Kirchner – instructional communication and the effect of an instructor’s spiritual maturity in the classroom; the effect of instructor’s interpersonal skills on power allocation and use in the classroom; communication as a phenomenon.
Sharon Peterson--Interested in making the teaching an inviting experience for students. Looking for creative teaching techniques and activities. Looking for activities to illustrate concepts. Personal idea: “Teaching for Dummies” book.
Brian Pogue – instructional and mediated communication. Pod-casting as a substitute for lecture. Using program that’s getting underway at Sac State in the fall. ComS 103 lectures will be delivered by podcast, and labs will still meet. Learning outcomes should be addressed.
Lucy Allen – Communication skills for leadership. Emphasis on how you can implement leadership communication on a day to day basis; developing a leadership training program to market.
Elaine Gale – Journalist for 10 years. Interested in communication climates. Looking at intentional vs. intuitive teaching practices. “Obsessed” with listening; a way to transform lives, teaching. Wants to infuse classrooms with more creativity. Humor, media, ethnography, discourse analysis; takes a social interaction perspective.
Kathleen Lucier – Interested in training in the corporate world based on communication principles. Organizations dealing with “multiple points of distribution” are of particular interest, helping middle level manager effectively manage multiple locations and groups of people.
Lisa Schwenk—interested in intercultural communication; working on a training program to prepare executives and students to travel more effectively; interested, too, in traditional instructional contexts as well using dialogue as organizing principle.
Toni Adams – writing a training handbook for dental hygienists focused on communication and culture; no existing intercultural training in dental hygiene school. Will synthesize 569 responses from internet survey. Fascinated with constructivism, trying to implement that in the textbook’s design.
Kimo – Moving into the Instructional area (3 of last 4 publications have been instructional.) Abiding interest in research methods. Interested in immediacy, student attributions, student learning styles as a factor to consider in instructional communication.
Sharon Peterson, Elaine Gale and Becky LaVally have formed a core group to create a proposal for publishing a "Teaching-for-Dummies"-type book. As the boomers retire from professional careers, it's likely many will want to teach what they know. But, away from college for decades, they'll need help developing skills for teaching in today's classrooms. Sharon, Elaine and Becky are preparing an annotated bibliography to show how their book would differ from others in the field -- so if you're familiar with other teaching books, perhaps you'd like to contribute to this. Or perhaps you'd like to share content/chapter ideas. Some tentative chapter ideas that the committee is discussing: Where to begin, Creating a syllabus, Finding your style, Developing a teaching philosophy, Fostering a creative learning environment, Lecturing vs. student activities, How much is enough or can we really have too much fun? (balancing class time/scheduling/ideas), What you should know about teaching/learning theory and adult learners, Creating assignments and assessments, Getting through the first day, Discipline in the classroom, Attendance, Grading, Problem students, Boundaries, Technology in the classroom, Intercultural issues. Contact Elaine at egale@csus.edu, Sharon at sac23068@saclink.csus.edu and Becky at rlavally@aol.com. (June 21, 2007)
Mark Stoner and Steve Higgins (Durham Univ, UK) have a paper under review with Communication Education titled, Breaking our codes: Teaching with greater clarity and appropriate control.
Abstract: In this essay we will argue that three explicit message systems are commonly used for designing and teaching courses in any discipline, and these message systems enact significant codes, reproductive and productive, that affect the meaning of courses and their perceived values in the minds of students. By discerning and “breaking” these codes, we can better understand and control the limitations that communication practices within each discipline invariably impose upon how it is taught. Further, we can use understanding of these codes to identify ways to design courses that establish appropriate control over content and learning by us and our students.
ICRC Participants and Their Interests
Lanette Pogue--My interests lie in many areas — of course – credibility and immediacy, how to infuse a democratic leadership style in the classroom, the use and impact of PowerPoint (and my internal outline structure) on student learning and retention, student learning styles and activities that match, student attributions, everything Elaine Gale is doing (I am bummed not to have met you Elaine) and the list goes on from there.
Mark Stoner--presently interested in codes; particularly codes embedded in patterns of classroom discourse. Writing an essay now with the working title, Breaking our codes: Teaching with clarity and control.
Becky LaVally—Shifted from Journalism to communication in professional focus and practice. Interested in social change and political communication.
Aleta Carpenter—interested primarily in teaching multi-cultural and intercultural communication.
Tammy Jones –focuses on practice in the classroom, checking own control in classroom, let students come to own conclusions and develop own ideas. “Real learning needs more freedom in the classroom.”
Scott Kirchner – instructional communication and the effect of an instructor’s spiritual maturity in the classroom; the effect of instructor’s interpersonal skills on power allocation and use in the classroom; communication as a phenomenon.
Sharon Peterson--Interested in making the teaching an inviting experience for students. Looking for creative teaching techniques and activities. Looking for activities to illustrate concepts. Personal idea: “Teaching for Dummies” book.
Brian Pogue – instructional and mediated communication. Pod-casting as a substitute for lecture. Using program that’s getting underway at Sac State in the fall. ComS 103 lectures will be delivered by podcast, and labs will still meet. Learning outcomes should be addressed.
Lucy Allen – Communication skills for leadership. Emphasis on how you can implement leadership communication on a day to day basis; developing a leadership training program to market.
Elaine Gale – Journalist for 10 years. Interested in communication climates. Looking at intentional vs. intuitive teaching practices. “Obsessed” with listening; a way to transform lives, teaching. Wants to infuse classrooms with more creativity. Humor, media, ethnography, discourse analysis; takes a social interaction perspective.
Kathleen Lucier – Interested in training in the corporate world based on communication principles. Organizations dealing with “multiple points of distribution” are of particular interest, helping middle level manager effectively manage multiple locations and groups of people.
Lisa Schwenk—interested in intercultural communication; working on a training program to prepare executives and students to travel more effectively; interested, too, in traditional instructional contexts as well using dialogue as organizing principle.
Toni Adams – writing a training handbook for dental hygienists focused on communication and culture; no existing intercultural training in dental hygiene school. Will synthesize 569 responses from internet survey. Fascinated with constructivism, trying to implement that in the textbook’s design.
Kimo – Moving into the Instructional area (3 of last 4 publications have been instructional.) Abiding interest in research methods. Interested in immediacy, student attributions, student learning styles as a factor to consider in instructional communication.